In the mind and in the technology: The vicarious presence of the teacher in pupil’s learning of science in collaborative group activity at the interactive whiteboard

The focus of research into the use of the interactive whiteboard (IWB) in the classroom has been largely in relation to teacher–pupil interaction, with very little consideration of its possible use as a tool for pupils’ collaborative endeavour. This paper is based upon an ESRC-funded project,¹ which considers how pupils use the interactive whiteboard when working together on science-related activities. It provides an analysis of video and other data from science lessons in UK Years 4 and 5 primary classrooms (pupils aged 8–10 years). Concentrating on a series of lessons constructed by three (out of 12) of the project teachers, together with their written and spoken commentaries, it takes each set of lessons as a case for study and comparison.     

电子白板模块的设计和实现

介绍了交互式多媒体信息系统中的电子白板模块的设计和实现,对于电子白板这样的实时网上协作而言,开发时需要注意许多问题。文章首先介绍了不一致问题、用户间感和问题的产生和解决;然后介绍了本模块的具体实现;最后介绍了模块的特点和使用情况。     

The factors affecting acceptance and use of interactive whiteboard within the scope of FATIH project: A structural equation model based on the Unified Theory of acceptance and use of technology

Purpose of this research is to explain the factors affecting high school teachers' acceptance and use of interactive whiteboard within the scope of FATIH project according to the Unified theory of acceptance and use of technology (UTAUT, Venkatesh et al., 2003). The study was designed using causal research design in order to examine the cause-effect relationship between the variables. Sample of the study consists of 158 teachers, determined via criteria sampling, who have participated in the study voluntarily. Data has been collected using a 7 points Likert scale, developed for this study, which covers UTAUS's factors and variables featuring interactive whiteboard acceptance and use of the teachers. The collected data has been analyzed with simple and multiple linear regressions and structural equation model. The findings have shown that performance expectancy, effort expectancy and social influence had positive effects on behavioral intention; behavioral intention and facilitating conditions had positive effects on the usage time of interactive whiteboard.     

对教师开展交互式电子白板培训的几点做法

交互式电子白板为教育教学带来深刻变革,广大教师对其熟练应用需要一个过程,本文从县域实际出发,对教师开展交互式电子白板应用培训的几点做法作了详细的介绍。     

未来课堂形式的初始实践

教育领域引入了越来越多的科学技术,如何进行更好的组合来发挥教师的主导地位增强学生的学习主体特性成为一个了热点。通过引入移动终端和交互式电子白板以及相应的软件,使教师和学生之间有了实时的信息交互,学生可以及时反映自己的状态,教师的授课也有了侧重点。实际应用中新颖的课堂形式调动了学生的主动特性,然而设备的不稳定和软件的不成熟依旧降低了效果。     

交互式电子白板在课堂教学中的应用

分析了交互式电子白板用于课堂教学的特点和优势,探究了交互白板应用于课堂的教学方法,分析了交互式电子白板用于课堂教学的研究方法与框架,阐述了交互式电子白板用于课堂教学的评价体系.     

Interactive whiteboards produce small gains in elementary students’ self-reported motivation in mathematics

A treatment/control study (N = 773) was conducted to determine the extent to which use of interactive whiteboard technology (IWB) was associated with upper elementary students’ self-reported level of motivation in mathematics. Students in the treatment group reported higher levels of motivation relative to control students, but the effect was extremely weak. Students with teachers who were more supportive of IWB technology reported higher motivation levels (compared to students of teachers who were less supportive), but this effect also was very small. Claims about the motivation-enhancing effects of the IWB are not baseless, but they appear to be somewhat overstated. Research is needed to determine how IWB-use is associated with academic performance, and also to examine how teachers use the IWB and how this usage could be strengthened.     

交互式电子白板在课堂教学中的应用

本文通过交互式电子白板和之前教育方式的对比,以及交互式电子白板在历史课堂上的种种合适的应用,描绘了一个高效的,生动活泼的,师生相长相宜的新兴历史教学法。     

Recalibrating reference within a dual-space interaction environment

In this paper we examine how two groups of middle school students arrive at shared understandings of and solutions to mathematical problems. Our data consists of logs of student participation in the Virtual Math Teams (VMT) system as they work on math problems. The project supports interaction both through chat and through a virtual whiteboard. We have examined in detail, the sequential work these students do to constitute and specify ‘the problem’ on which they are working in the ways they produce whiteboard objects and text postings. Solutions emerge as students come to understand the problem on which they are working. This understanding is achieved through gradual respecification of the math problem on which they are working.     

基于组播的电子白板系统的研究与实现

文章首先分析了电子白板系统的相关技术,在基于组播通信的基础上,实现了一个在局域网中协同工作和交互式的电子白板系统,采用并发控制技术来提高通信效率,避免拥塞。     

Development and evaluation of an offshore oil and gas Emergency Response Focus Board

IntroductionThe primary objective of this research was to explore the use of an interactive whiteboard as an Emergency Response Focus Board (ERFB) for offshore emergency response teams (ERT) during a training and assessment process.MethodsThirty-seven participants completed simulation testing in a randomized study design with two visual display conditions (static and dynamic display). Outcome measures included speed and accuracy of response to situation awareness questions presented orally during three separate simulation freezes, and self-rating of performance.ResultsResults indicate that the type of ERFB display significantly influenced the speed and accuracy of responses. Qualitative results indicate that situation awareness was increased when using the dynamic ERFB.ConclusionsIt can be concluded that the dynamic ERFB offers an objective measure of performance and as a consequence, it is recommended that dynamic ERFBs be implemented into future offshore emergency response assessment training.Relevance to industryGiven the enormous amount of information available during an emergency, the dynamic ERFB offers an improved system for data logging, consolidation of information, and greater comprehension of relevant resource allocation factors.     

一种基于流媒体的电子白板业务的实现

针对传统即时通信软件在电子白板功能方面的不足,通过分析流媒体和OpenMeetings等关键技术,提出了一种基于流媒体技术的电子白板界面和交互流程的设计思路及实现方法,重点说明了直接进入房间列表、房间界面设计和界面汉化的方法,以及电子白板后台业务逻辑,并将之与即时通信软件融合,实现了涂鸦、文档和网页等共享浏览。并说明了实现效果,指出了未来的研究方向。     

The role of digital artefacts on the interactive whiteboard in supporting classroom dialogue

This paper explores how the interactive whiteboard (IWB) might be harnessed to support student learning through classroom dialogue. This powerful and increasingly prevalent technology opens up opportunities for learners to generate, modify, and evaluate new ideas, through multimodal interaction along with talk. Its use can thereby support rich new forms of dialogue that highlight differences between perspectives, and make ideas and reasoning processes more explicit. The emerging account builds upon Bahktin's conception of dialogue and Wegerif's notion of technology ‘opening up a dialogic space for reflection’, but foregrounds the role of mediating artefacts. Classroom dialogue in the context of IWB use is construed as being facilitated by teachers and learners constructing digitally represented knowledge artefacts together. These visible, dynamic, and constantly evolving resources constitute interim records of activity and act as supportive devices for learners' emerging thinking, rather than finished products of dialogue. This primarily theoretical account is illustrated with examples from case studies of UK classroom practice. Analysing lessons in sequence has illuminated how teachers can exploit the IWB through cumulative interaction with a succession of linked digital resources, and through archiving and revisiting earlier artefacts. The tool thereby helps to support the progression of dialogue over time, across settings and even across learner groups. In sum, the article reframes the notion of dialogue for this new context in which students are actively creating and directly manipulating digital artefacts, and offers some practical examples.     

Scaffolding problem-based learning with CSCL tools

Small-group medical problem-based learning (PBL) was a pioneering form of collaborative learning at the university level. It has traditionally been delivered in face-to-face text-based format. With the advancement of computer technology and progress in CSCL, educational researchers are now exploring how to design digitally-implemented scaffolding tools to facilitate medical PBL. The “deteriorating patient” (DP) role play was created as a medical simulation that extends traditional PBL and can be implemented digitally. We present a case study of classroom usage of the DP role play that examines teacher scaffolding of PBL under two conditions: using a traditional whiteboard (TW) and using an interactive whiteboard (IW). The introduction of the IW technology changed the way that the teacher scaffolded the learning. The IW showed the teacher all the information shared within the various subgroups of a class, broadening the basis for informed classroom scaffolding. The visual records of IW usage demonstrated what students understood and reduced the need to structure the task. This allowed more time for engaging students in challenging situations by increasing the complexity of the problem. Although appropriate scaffolding is still based on the teacher’s domain knowledge and pedagogy experience, technology can help by expanding the scaffolding choices that an instructor can make in a medical training context.     

An interactive whiteboard student survey: Development,validity and reliability

The interactive whiteboard (IWB) has become a popular technology for instructors over the last decade. Though research asserts that the IWBs facilitate learning in different ways, there is a lack of studies examining actual IWB use in classroom settings based on learners’ perspectives by means of valid instruments. The purpose of this study is to develop a valid and reliable interactive whiteboard student survey in order to evaluate the IWB use based on perceptions of students who have been taught with IWBs. In establishing the theoretical base of the survey, the Technology Acceptance Model (TAM) and constructivist learning theories were considered. In addition, with respect to IWB use in classrooms, a number of studies emanated from countries such as the UK, the USA, and Australia were examined, and similar research questionnaires and findings and also reflections of students about IWBs were utilized to create an item pool. A 39-item survey was conducted among middle school students (N = 263) from the city of Istanbul in Turkey. Collected data was exposed to exploratory factor analysis and resulted in a 26-item, three-factor survey, whose factors were named as the perceived efficiency of IWB, perceived learning contribution and motivation, and the perceived negative effects of IWB. The results of the analyses illustrated that this new IWB student scale, which explains 50% of the total variance with a good level of Cronbach’s Alpha coefficient (0.93) is a valid and reliable instrument designed specifically for measuring the use of IWBs in real classroom settings. Besides, theoretical foundations of interactive whiteboard use, the development process of the instrument, and results of validity and reliability analyses were discussed in detail.     

Constructing and constraining participation in participatory arts and HCI

Social practice art may suggest new understandings of and strategies for participation in HCI—but not in a straightforward way. Based on participant-observation at a major arts festival, we describe how a set of artists, concerned with environmental issues and community engagement, frame and enact participation, and describe how the nature of this participation deviated from both artists’ and our ideas of what participation would be. We delineate how the disciplinary context of art both enables and limits the kinds of participation that can be achieved. We characterize 3 strategies these artists use to achieve participation: participation in spectacle, participation in making, and participation in inquiry. We develop the implications of this work to inform HCI through three case studies related to sustainability – spectacle computing, heirloom computing, and citizen science – to demonstrate the potential for similar strategies for participation and to call attention to how HCI, too, implicitly constructs, enables, and constrains participation.     

Visual overview,oral detail: The use of an emergency-department whiteboard

Whiteboards facilitate coordinative practices by making information publicly accessible and thereby strengthening communication and joint commitment about it. This study investigates how coordination is accomplished in an emergency department through interactions with the whiteboard and with the coordinating nurse, who is the main keeper of the whiteboard. On the basis of observations, we find that coordination is accomplished through a highly intertwined process of technologically mediated visual overview combined with orally communicated details. The oral details serve to clarify and elaborate information at a more fine-grained level than the overview information on the whiteboard, to negotiate and reach agreement about the decisions that underlie the whiteboard information, and as a safeguard against misunderstandings and errors. This process is contingent on the clinicians tending to perceive the whiteboard and the coordinating nurse as a unit in the sense that they frequently update the whiteboard by informing the coordinating nurse about the change and, similarly, consider making a change on the whiteboard the same as having informed the coordinating nurse. These smooth transitions between instrumental and communicative coordination are central to the coordinative function of the whiteboard. We discuss this and other implications for design.     

Wireless and mobile technologies to enhance teaching and learning

Abstract This research aims to build a Wireless Technology Enhanced Classroom (WiTEC) that supports everyday activities unobtrusively and seamlessly in classroom contexts. This paper describes the integration of wireless LAN, wireless mobile learning devices, an electronic whiteboard, an interactive classroom server, and a resource and class management server to build the WiTEC. This contains a number of features that can support class members in various types of teaching and learning activities. Project-based learning is taken as a scenario to elaborate how teachers and students can engage in teaching and learning via WiTEC. Finally, a number of suggestions are discussed for further study.     

虚拟城市可视化的研究与实现

“虚拟城市”技术是“数字地球”技术的重要组成部分,其研究戈键足怎样在Internet／Intranet上建立城市的虚拟可视化模型,是计算机科学、信息科学、地球科学、系统科学的有机融合。该文概括了“数字地球／虚拟城市”的基本概念,探讨基于Web、2DVR、3DVR和GIS柏结合的技术开发虚拟城市系统的新仿真模式及其关键技术和整体开发方案。提出了虚拟场景与外界交互的手段和方法,着重研究全景图、三维模型和网络动态交互技术结合实现交互式网络虚拟城市漫游的方法和实现过程,并给出了运行实例。通过该系统可以为城市规划、交通旅游等提供动态可视化显示的全新技术支持。     

UI-design driven model-based testing

Testing interactive systems is a notoriously difficult task. Not only do we need to ensure that the functionality of the developed system is correct with respect to the requirements and specifications, but also we need to ensure that the user interface (UI) to the system is correct (enables a user to access the functionality correctly) and is usable. These different requirements of interactive system testing are not easily combined within a single testing strategy. We investigate the use of models of interactive systems, which have been derived from design artefacts, as the basis for generating tests for an implemented system. We show how automatically generated abstract tests can be used as the basis for a model-based method for testing interactive systems which has low overhead in terms of the models required and which enables testing of UI and system functionality from the perspective of user interaction. We also examine other testing strategies which use the same abstract tests as their basis and discuss general problems in the area of interactive system testing and propose some solutions.